KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8810 Global Education: Issues and Perspectives
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
Page 1 of 12
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ECE 8810 _____________________
Course Title __Global Education: Issues and Perspectives
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
This course provides a comparative survey of educational issues in the interrelated realm of language,
culture and schooling pertinent to the United States and selected international settings. Global Education is
at once comprised of and distinguishes operationally between two types of educational settings:
multicultural education and international education .
1. Justification
As the schools in the United States become more like a microcosm of the world, it is imperative that
educators develop an appreciation and understanding of the various cultures within their rooms and
schools. It is no longer acceptable to use the “white, middle-class” approach to teach all students.
Educators must demonstrate respect and honor for all cultures through their interactions in teaching
pedagogy, verbal and nonverbal communication, curriculum development as well as community and parent
involvement. Our educators must become leaders for learning through collaboration in teaching,
learning and leadership
IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Text:
 Cushner, K.H. (2006). Human Diversity in Action: Developing Multicultural
Competencies for the Classroom with Power Web, 3rd Edition
 Howard, G. (1999). We can’t teach what we don’t know: White teachers, multiracial
schools. NY: Teachers College Press.
 Masurek, Winzer, and Majorek. (2000). Education in a global society: A
Comparative Perspective. Allyn and Bacon.
Prerequisites:
Admission to the Ed.D. program
Objectives:
Page 2 of 12
V. COURSE CATALOG DESCRIPTION: : A seminar that
addresses distributed leadership as the focusing concept of the
doctoral program with special consideration given to developing
leaders for learning who are sensitive to the character and ethical
demands of leadership in learning organizations. Open to doctoral
cohort members only
Doctoral
KSDS
Doctoral
KSDS
PSC/NCAT
E Standard
1. Define issues of multicultural education directly pertinent to
the United States’ educational settings.
1A, 2A,
3B
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8
2. Explain how race, ethnicity, income, and gender influence
school culture, experience, and academic
performance and the
interrelated nature of these in the successful completion of the
schooling cycle with emphasis on elementary and early childhood.
1B, 1C.
5A, 5B
3. Demonstrate an understanding of language and
communication with regards to language and language variation,
language development and academic language, culture and
cognition.
3A, 3B,
5E, 5F
4. Analyze issues of international education outside the United
States from comparative and contrastive perspectives.
2C, 2D,
4.A, 4.B
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Change
Leader,
Relationship
Development
Leader,
Learning &
Development
Leader,
Change
Leader,
Relationship
Development
Leader,
Performance
Leader, Data
Analysis
Leader,
process
Improvement
Leader
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Relationship
Development
Leader,
Change
Leader
Change
Leader,
Relationship
Development
Leader,
Performance
Leader, Data
Analysis
Leader,
Curriculum,
1.4, 1.5, 1.6,
1.7, 1.8
1.1, 1.2,
1.3, 1.4,
1.6 1.7,
1.8
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
Page 3 of 12
5. Write a reflective essay examining insights into distinct forms
of schooling across the globe and the degree of relevance to
current U.S. educational issues and perspectives.
3.C, 4.C,
4.D, 4.E,
4.F
6. Develop a paradigm for sound choices regarding multicultural
and international teaching and learning within the context of
historical and contemporary factors that (a) impact global
education and (b) relate to issues and efficacy of schooling and
instructional models.
5.C, 5.D,
6.A, 6.B,
6.C, 6.D
7. Evaluate the current issues and perspectives within your own
educational setting and how global education theories are
implemented in your system of schooling.
2.E, 5.D,
5.E
Instruction &
Assessment
Leader,
Process
Improvement
leader
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Operations
Leader, Data
Analysis
Leader
Relationship
Development
Leader,
Change
Leader,
Process
Improvement
Leader,
Relationship
Development
Leader,
Curriculum,
Instruction &
Assessment
leader,
Learning &
Development
Leader,
Process
Improvement
Leader,
Change
Leader,
1.1, 1.2, 1.3,
1.4, 1.7, 1.8
1.3, 1.4, 1.5,
1.6
1.6, 1.7, 1.8
Instructional Method
Instructional methods will include group discussions, lectures, online coursework,
workshops, seminars, research, and individual and group assignments.
Method of Evaluation
Possible assignments might include:
1. Participate in a small group discussion and analysis of theories and issues of
multicultural education
Page 4 of 12
presenting the literature perspective and one’s own in a written and oral report to the
class. (Objective 1)
2. Complete an ethnography in an appropriate setting with regards to race, ethnicity,
income and gender, and how these influence school culture, experience, and academic
performance. Ethnography should show the interrelated nature of these factors in the
success of schooling K-5. (Objective 2).
3. Formulate a case study of the language diversity in a classroom. Examine a problem
in cross cultural communication. Identify and integrate theoretical elements
associated with first and second language acquisition and development of children,
including dialectal version. (Objective 3).
4. Through the International Programs, KSU, locate a Conversation Partner and meet
with this person throughout the semester to practice second language learning.
(Objective 3).
5. Compare and contrast perspectives of international education for a seminar
presentation. (Objective 4).
6. Write a reflective essay that addresses global forms of schooling and their degree of
relevance to current issues and perspectives in U.S. education. (Objective 5).
7. Develop and present a paradigm of educational models (current and past) that reflect
and impact global education. (Objective 6).
8. Write and submit a research paper regarding how one, as an educator, will implement
global education in his or her educational setting. (Objectives 1-8).
Each assignment will be graded with a rubric. Each assignment = 100 points
V.
93-100%
A
85-92 %
B
77-84%
C
69-76%
D
<69%
F
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Page 5 of 12
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EECE
ECE 8110
Global Education
3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Page 6 of 12
VII Attach Syllabus
Page 7 of 12
Kennesaw State University
Bagwell College of Education
Global Education: Issues and Perspectives
ECE 8110 Syllabus
I.
ECE 8110 Global Education: Issues and Perspectives
Elementary and Early Childhood Education
Kennesaw State University
II.
III.
INSTRUCTOR:
CLASS MEETING:
IV.
Texts (required):
Cushner, K.H. (2006). Human Diversity in Action: Developing Multicultural Competencies for the
Classroom with Power Web, 3rd Edition
Howard, G. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. NY:
Teachers College Press.
Masurek, Winzer, and Majorek. (2000). Education in a global society: A Comparative Perspective. Allyn
and Bacon.
V.
Catalog Description:
Global Education: Issues and Perspectives provides a comparative survey of educational issues in
the interrelated realm of language, culture and schooling pertinent to the United States and selected
international settings. Global Education is at once comprised of and distinguishes operationally between
two types of educational settings: multicultural education and international education
VI. Purpose/Rationale/Justification
As the schools in the United States become more like a microcosm of the world, it is imperative that
educators develop an appreciation and understanding of the various cultures within their rooms and
schools. It is no longer acceptable to use the “white, middle-class” approach to teach all students.
Educators must demonstrate respect and honor for all cultures through their interactions in teaching
pedagogy, verbal and nonverbal communication, curriculum development as well as community and
parent involvement. Our educators must become leaders for learning through collaboration in
teaching, learning and leadership.
Conceptual Framework
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way,
candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base
Page 8 of 12
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
VII. Goals and Objectives:
V. COURSE CATALOG DESCRIPTION: : A seminar that
addresses distributed leadership as the focusing concept of the
doctoral program with special consideration given to developing
leaders for learning who are sensitive to the character and ethical
demands of leadership in learning organizations. Open to doctoral
cohort members only
Doctoral
KSDS
Doctoral
KSDS
PSC/NCAT
E Standard
8. Define issues of multicultural education directly pertinent to
the United States’ educational settings.
1A, 2A,
3B
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8
9. Explain how race, ethnicity, income, and gender influence
school culture, experience, and academic
performance and the
interrelated nature of these in the successful completion of the
schooling cycle with emphasis on elementary and early childhood.
1B, 1C.
5A, 5B
10. Demonstrate an understanding of language and
communication with regards to language and language variation,
language development and academic language, culture and
cognition.
3A, 3B,
5E, 5F
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Change
Leader,
Relationship
Development
Leader,
Learning &
Development
Leader,
Change
Leader,
Relationship
Development
Leader,
Performance
Leader, Data
Analysis
Leader,
process
Improvement
Leader
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
1.4, 1.5, 1.6,
1.7, 1.8
1.1, 1.2,
1.3, 1.4,
1.6 1.7,
1.8
Page 9 of 12
11. Analyze issues of international education outside the United
States from comparative and contrastive perspectives.
2C, 2D,
4.A, 4.B
12. Write a reflective essay examining insights into distinct forms
of schooling across the globe and the degree of relevance to
current U.S. educational issues and perspectives.
3.C, 4.C,
4.D, 4.E,
4.F
13. Develop a paradigm for sound choices regarding multicultural
and international teaching and learning within the context of
historical and contemporary factors that (a) impact global
education and (b) relate to issues and efficacy of schooling and
instructional models.
5.C, 5.D,
6.A, 6.B,
6.C, 6.D
14. Evaluate the current issues and perspectives within your own
educational setting and how global education theories are
implemented in your system of schooling.
2.E, 5.D,
5.E
Relationship
Development
Leader,
Change
Leader
Change
Leader,
Relationship
Development
Leader,
Performance
Leader, Data
Analysis
Leader,
Curriculum,
Instruction &
Assessment
Leader,
Process
Improvement
leader
Curriculum,
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Operations
Leader, Data
Analysis
Leader
Relationship
Development
Leader,
Change
Leader,
Process
Improvement
Leader,
Relationship
Development
Leader,
Curriculum,
Instruction &
Assessment
leader,
Learning &
Development
Leader,
Process
Improvement
Leader,
Change
Leader,
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
1.1, 1.2, 1.3,
1.4, 1.7, 1.8
1.3, 1.4, 1.5,
1.6
1.6, 1.7, 1.8
Page 10 of 12
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
Course Requirements/Assignments
Instructional methods will include group discussions, lectures, online coursework, workshops, seminars,
research, and individual and group assignments.
The assignments for this course include the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
VIII.
Participate in a small group discussion and analysis of theories and issues of multicultural education
presenting the literature perspective and one’s own in a written and oral report to the class. (Objective 1).
Complete an ethnography in an appropriate setting with regards to race, ethnicity, income and gender, and
how these influence school culture, experience, and academic performance. Ethnography should show the
interrelated nature of these factors in the success of schooling K-5. (Objective 2).
Formulate a case study of the language diversity in a classroom. Examine a problem in cross cultural
communication. Identify and integrate theoretical elements associated with first and second language
acquisition and development of children, including dialectal version. (Objective 3).
Through the International Programs, KSU, locate a Conversation Partner and meet with this person
throughout the semester to practice second language learning. (Objective 3).
Compare and contrast perspectives of international education for a seminar presentation. (Objective 4).
Write a reflective essay that addresses global forms of schooling and their degree of relevance to current
issues and perspectives in U.S. education. (Objective 5).
Develop and present a paradigm of educational models (current and past) that reflect and impact global
education. (Objective 6).
Write and submit a research paper regarding how one, as an educator, will implement global education in
his or her educational setting. (Objectives 1-8).
her educational setting. (Objectives 1-8).
Evaluation and Grading
Each assignment will be graded with a rubric. Each assignment = 100 points
Grading:
93-100%
A
85-92 %
B
77-84%
C
69-76%
D
<69%
F
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula
for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes
of multicultural populations influence decisions in employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section
504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to
support students with disabilities within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Page 11 of 12
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies
and guidelines established by the university in their expectations for candidates’ work. Candidates are
responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate
catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action
consistent with university policy. For example, plagiarism or other violations of the University’s Academic
Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary
Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
X. References/Bibliography
Banks, J. (2004). Diversity and citizenship education: Global perspective. San Francisco: Jossey-Bass.
Banks, J.A, Cookson, P., Gay G., Hawley, W.E., Irvine, J.J., Nieto, S., et al. (2001). Diversity within unity:
Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.
Block, D., & Cameron D. (2002). Globalization & language teaching. London: NewYork:Routledge.
Gallavan, N.P. & Putney, L. G. (2004). Effective multiculatural education: What today’s teachers want. Northwest
Passage, 3(1), 55-63.
Gay, G. (2000). Culturally responsive teaching: Theory, research & practice. New York: Teachers College Press.
Grant, C. A. & Lei, J. L. (2001). Global contructions of multicultural education. Mahwah, NJ: L.Erlbaum
Associates.
Locke, S. (2005). Institutional Social and Cultural Influences on the Multicultural Perspectives of Preservice
Teachers. Multicultural Perspectives, 7(2), 20-28.
Spring, J. (2000). The intersection of cultures: Multicultural education in the United States and the global economy
(2nd ed.). Boston: MacGraw-Hill Companies,Inc.
Stromquist, N.P. (2002). Education in a globalized world: The connectivity of economic power, technology and
knowledge. Maryland: Rowman & Littlefield Publishers, Inc.
Stromquist, N. & Monkman, K. (2000). Defining Globalization and Assessing Its Implications on Knowledge and
Education. Lanham, MD: Rowman & Littlefield.
Sylvester, R. (2005). Framing the map of international education (1969-1998). Journal of Research in International
Education, 4(2), 123-151.
Page 12 of 12